**9. Narrative from a practical architecture viewpoint**

The intention of the project, to create knowledge about activities that make recovery, means that all preschools have the same goal but that the needs and, thus, the content of the actions in the study differ between the units. The dialogical meetings with the middle leader and researcher showed a desire for intersubjectivity to create knowledge about their development processes, understand others, and contribute with an increased understanding of the phenomenon within the group.

#### **9.1 The semantic space; realised through language**

The culturally discursive arrangements that emerge in the analysis are perceptions of *phenomena* and *knowledge*. The preschool teachers believe that the concepts and words to be used in the study should be the same for the adults and the children included in the study the concept of recovery, heart rate increase and rest. These concepts have been discussed among preschool teachers. It has also been clarified for the children who, according to statements and observations, show that they understand the meaning of the phenomena. Investigating how the children perceive activities concerning these concepts will be explored in detail during the project's process.

This may mean that the educators can offer what the Swedish National Agency for Education [11] mandates, to offer the children varied activities that can contribute to health and well-being. All participating preschool teachers express an interest and a willingness to participate and implement the project's intentions. However, there is uncertainty about action research and its role in the research process. "*We do as it says in the action research manual and according to the teaching we have received, but it is difficult sometimes. We are not so sure about it. But it is fascinating, and we think we are doing it right!"* (Teacher, 6). In the collective conversations conducted with researchers, it became clear that the participants put words to the experience and brought it together with the knowledge they had gained about action research. They believed that although it was difficult, it provided professional development opportunities. The preschool staff discussed the difficulties of daring to give each other constructive criticism, which can hinder the process. All four middle leaders stated that they used a lot of time to implement the concepts in their preschool and allowed both children and adults to reflect on how recovery can be perceived. Statements show that the preschool staff developed a common view of linguistic understanding of well-being. This intersubjective communication created through what is thought and said can contribute to the team developing a common pedagogical language and thus have the same frame of reference for how concepts should be understood [50]. Having a common language can be interpreted as the employees being socialised into a common practice [51]. The result also shows that the preschool children had an opinion of how recovery environments could be shaped and that it is important to listen to their voices [11].
